FULL NAMES:
STUDENT NUMBER:
MODULE CODE: HED4806
MODULE NAME: INTERNATIONAL AND COMPARATIVE EDUCATION
ASSIGNMENT: 02
YEAR MODULE 2025
, Question 1
(a) Comparative Education (Chapter 8 of the Prescribed Book)
1. Definition of Comparative and International Education
Comparative and International Education (CIE) does not have a single, universally
agreed-upon definition. It is often viewed as a three-in-one perspective that includes an
education system perspective, a contextual perspective, and a comparative perspective
(Wolhuter, 2020:146). The field examines education systems globally by analyzing their
structure, policies, and impacts within their societal contexts. CIE focuses on how
education interacts with social, economic, cultural, and political environments while
making comparisons between different educational systems. The goal is to gain insights
that can inform policy improvements, curriculum development, and educational reforms.
2. Four Phases in the Historical Evolution of Comparative and International
Education
The development of Comparative and International Education has gone through several
significant phases. The first phase, known as the travellers’ tales phase, involved
informal accounts of education systems observed by travellers, missionaries, and
diplomats. These observations lacked systematic analysis but provided early
comparative insights (Wolhuter, 2020:140). The second phase, the systematic study of
foreign education systems for borrowing, emerged in the 19th century when
governments sought to adopt effective educational practices from other countries. This
phase marked the beginning of structured comparisons. The third phase, international
cooperation, started around 1925 and emphasized collaborative efforts in education,
leading to the establishment of international organizations such as UNESCO. The fourth
phase, the social science phase, which began in the 1960s, introduced rigorous
methodologies to the study of education, integrating theories from sociology,
psychology, and economics (Wolhuter, 2020:141).
3. Four Areas Showing the Value and Purpose of Comparative Education
STUDENT NUMBER:
MODULE CODE: HED4806
MODULE NAME: INTERNATIONAL AND COMPARATIVE EDUCATION
ASSIGNMENT: 02
YEAR MODULE 2025
, Question 1
(a) Comparative Education (Chapter 8 of the Prescribed Book)
1. Definition of Comparative and International Education
Comparative and International Education (CIE) does not have a single, universally
agreed-upon definition. It is often viewed as a three-in-one perspective that includes an
education system perspective, a contextual perspective, and a comparative perspective
(Wolhuter, 2020:146). The field examines education systems globally by analyzing their
structure, policies, and impacts within their societal contexts. CIE focuses on how
education interacts with social, economic, cultural, and political environments while
making comparisons between different educational systems. The goal is to gain insights
that can inform policy improvements, curriculum development, and educational reforms.
2. Four Phases in the Historical Evolution of Comparative and International
Education
The development of Comparative and International Education has gone through several
significant phases. The first phase, known as the travellers’ tales phase, involved
informal accounts of education systems observed by travellers, missionaries, and
diplomats. These observations lacked systematic analysis but provided early
comparative insights (Wolhuter, 2020:140). The second phase, the systematic study of
foreign education systems for borrowing, emerged in the 19th century when
governments sought to adopt effective educational practices from other countries. This
phase marked the beginning of structured comparisons. The third phase, international
cooperation, started around 1925 and emphasized collaborative efforts in education,
leading to the establishment of international organizations such as UNESCO. The fourth
phase, the social science phase, which began in the 1960s, introduced rigorous
methodologies to the study of education, integrating theories from sociology,
psychology, and economics (Wolhuter, 2020:141).
3. Four Areas Showing the Value and Purpose of Comparative Education
